Warm-up 10/23/112 Proofreading

1. I believe we should place greater emphasis on learning the function rather than on accomplishing routine tasks. Warm-up 10/23/112 Proofreading I was involved in making quick decisions, in measuring the outcome of assignments, inhelping develop ideas for new meetings, and in working with administration to create school procedures. I beleive we should place great emphasis on learning the function rather than on the accomplishment of routine tasks. I was involved in making quick decisions in measuring the outcome of assignments, helped develop ideas for new meetings, and worked with administration to create school procedures. 3. Robbie a hot tempered tennis player, charge the umpire and tried to crack the poor mans skull with a racket. Robbie, a hot-tempered tennis player, charged the umpire and tried to crack the poor man’s skull with a racket.

2. Oh Captain! My Captain! O CAPTAIN! my Captain! our fearful trip is done;The ship has weather'd every rack, the prize we sought is won;The port is near, the bells I hear, the people all exulting,While follow eyes the steady keel, the vessel grim and daring:But O heart! heart! heart!O the bleeding drops of red,Where on the deck my Captain lies,Fallen cold and dead.O Captain! my Captain! rise up and hear the bells;Rise up--for you the flag is flung--for you the bugle trills; For you bouquets and ribbon'd wreaths--for you the shores a-crowding;For you they call, the swaying mass, their eager faces turning;Here Captain! dear father!This arm beneath your head;It is some dream that on the deck,You've fallen cold and dead.My Captain does not answer, his lips are pale and still;My father does not feel my arm, he has no pulse nor will;The ship is anchor'd safe and sound, its voyage closed and done;From fearful trip, the victor ship, comes in with object won; Exult, O shores, and ring, O bells!But I, with mournful tread,Walk the deck my Captain lies,Fallen cold and dead.

3. “The soul selects her own society” The soul selects her own society, Then shuts the door;On her divine majorityObtrude no more. Unmoved, she notes the chariot's pausingAt her low gate;Unmoved, an emperor is kneelingUpon her mat. I've known her from an ample nationChoose one;Then close the valves of her attention

4. “Because I could not stop for Death”(small group) Because I could not stop for Death,He kindly stopped for me;The carriage held but just ourselvesAnd Immortality. We slowly drove, he knew no haste, And I had put awayMy labor, and my leisure too,For his civility. We passed the school, where children stroveAt recess, in the ring;We passed the fields of gazing grain,We passed the setting sun. Or rather, he passed us;The dews grew quivering and chill,For only gossamer my gown,My tippet only tulle. We paused before a house that seemedA swelling of the ground;The roof was scarcely visible,The cornice but a mound. Since then 'tis centuries, and yet eachFeels shorter than the dayI first surmised the horses' headsWere toward eternity. • T • P • F • A • S • T • T

5. Three Questions using H.O.T.S.(Examples of Higher Order Questioning) • Literary- How did Emily Dickinson personify death and why? • Thematic – Emily Dickinson believed that one must be fulfilled in life because death may come at any moment. How does she unfold this theme throughout her poem? • World Connection- Based on various global issues such as starvation and war, do you think that Emily Dickinson would have changed her message and what would it be?